On the developing role of physical models in engineering design education

Green, Graham; Smrcek, L.

doi:10.1080/03043790600567860

Cited by 12 publications

(6 citation statements)

References 3 publications

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“…Unlike research for concept generation and concept selection, research on physical modelling has not focused on developing techniques but rather on the benefits of participating in physical modelling (e.g., Green & Smrcek 2006;Wartman 2006;Lemons et al 2010;Viswanathan et al 2014). In engineering education, physical modelling is practiced as a method for teaching students design, communication and prototyping skills (Ferguson 1992;Green & Smrcek 2006;Wartman 2006). Wartman ( 2006) details how physical modelling can be used to ensure comprehensive learning for a variety of learning styles and engineering disciplines.…”

Section: Physical Modellingmentioning

confidence: 99%

The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

Nolte

McComb

2021

Des. Sci.

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The engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the process as novices. However, it is not known how individual components of the design process induce stress in designers. This study explored the cognitive experience of introductory engineering design students during concept generation, concept selection and physical modelling to identify stress signatures for these three design activities. Data were collected for the design activities using pre- and post-task surveys. Each design activity produced distinct markers of cognitive experience and a unique stress signature that was stable across design activity themes. Rankings of perceived sources of stress also differed for each design activity. Students, however, did not perceive any physiological changes due to the stress of design for any of the design activities. Findings indicate that physical modelling was the most stressful for students, followed by concept generation and then concept selection. Additionally, recommendations for instructors of introductory engineering design courses were provided to help them apply the results of this study. Better understanding of the cognitive experience of students during design can support instructors as they learn to better teach design.

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Section: Physical Modellingmentioning

confidence: 99%

The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

Nolte

McComb

2021

Des. Sci.

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“…Hands-on prototyping activities support gaining tacit knowledge regarding complex phenomena (Telenko et al 2016). Physical models demonstrate flexibility across a range of disciplines and generally support design education (Green & Smrcek 2006). Prototypes are critical in the psychological experience of the designer, for re-evaluating failure as an opportunity to learn, and enhancing a sense of progress (Gerber & Carroll 2012a).…”

Section: Active Learningmentioning

confidence: 99%

Design prototyping methods: state of the art in strategies, techniques, and guidelines

et al. 2017

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Prototyping is interwoven with nearly all product, service, and systems development efforts. A prototype is a pre-production representation of some aspect of a concept or final design. Prototyping often predetermines a large portion of resource deployment in development and influences design project success. This review surveys literature sources in engineering, management, design science, and architecture. The study is focused around design prototyping for early stage design. Insights are synthesized from critical review of the literature: key objectives of prototyping, critical review of major techniques, relationships between techniques, and a strategy matrix to connect objectives to techniques. The review is supported with exemplar prototypes provided from industrial design efforts. Techniques are roughly categorized into those that improve the outcomes of prototyping directly, and those that enable prototyping through lowering of cost and time. Compact descriptions of each technique provide a foundation to compare the potential benefits and drawbacks of each. The review concludes with a summary of key observations, highlighted opportunities in the research, and a vision of the future of prototyping. This review aims to provide a resource for designers as well as set a trajectory for continuing innovation in the scientific research of design prototyping.

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“…The benefits of physical models and working prototypes as a vehicle for teaching and learning are well documented (Lemons et al 2010). They are an essential tool in developing judgement via critical evaluation and reflection, and provide students with the opportunity to apply and reinforce their acquired knowledge in a design context (Green and Smrcek 2006).…”

Section: Mechanics and Electronics Integrated Engineering Design Projectmentioning

confidence: 99%

“…Advances in new technology, the economic climate and the increasing consumer requirement for more technologically advanced products are just a few of the factors driving their growing expectation (Southee 2005). Increasingly, employers of design and engineering graduates (for the creation of modern products) expect an immediate and valuable contribution to their profitability, and require higher levels of product maturity at launch, where previously this was only achieved and/or expected after several years of exposure to the market (Green and Smrcek 2006). The increasing expectation means design and engineering graduates must be practised, creative and solution-focused with a strong technical knowledge-base, understanding of human-centred design and an ability to work in multidisciplinary contexts (Grasso and Martinelli 2007).…”

Section: Introductionmentioning

confidence: 99%

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

Bingham

Southee

Page

2015

European Journal of Engineering Education

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On the developing role of physical models in engineering design education

Cited by 12 publications

References 3 publications

The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

Design prototyping methods: state of the art in strategies, techniques, and guidelines

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

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